REALISM AND DISCIPLINE IN EDUCATION      165
Hence an education in social realism usually included a
study of heraldry, genealogy, riding, fencing, and gym-
nastics, and involved a study of modem languages and
the customs and institutions of neighboring countries.
A good illustration of this type of education is found in
the educational essays of Michel de Montaigne (1533-
1592), who in his Education of Children declares : " I would
have travel the book my young gentleman should study
with most attention ; for so many humors, so many sects,
150 many judgments, opinions, laws, and customs, teach us
to judge aright of our own, and inform our understanding
to discover its imperfection and natural infirmity." He
further holds that, while a gentleman has need of Latin
and Greek, he should first study his own language and
those of his neighbors.
Similarly, John Locke (1632-1704), in his Some Thoughts
concerning Education, states the aims of education in the
order of their value as "Virtue, Wisdom (i.e., worldly
wisdom), Breeding, and Learning." The proper training,
he maintained, can be secured by the young gentleman
only through a tutor, who u should himself be well-bred,
understanding the Ways of Carriage and Measures of
Civility in all the Variety of Persons, Times, and Places,
and keep his Pupil, as much as his Age requires, constantly
to the Observation of them." In considering the subject-
matter of education, he maintains that "besides what is to
be had from Study and Books, there are other Accomplish-
ments necessary for a Gentleman,'7 — dancing, music,
horseback riding, fencing, and wrestling.
A number of similar books on the education of a gentle-
man were published during this period. The most con-
spicuous of these was the work of Castiglione called The
Courtier (El Cortegiano), which was translated into many